EP8.69 Reframing the Patient as a Learner: A Multidimensional Approach to Assessing Patient Understanding and Information Needs in Hip Preservation Care to Improve Shared Decision-Making and Outcomes

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ID: 331233
2026
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Abstract
Abstract Patients facing decisions about surgical and non-surgical management must process complex information related to anatomy, prognosis, recovery expectations, and risk. Effective patient education is a cornerstone of high-quality hip preservation care, yet it is often delivered in ways that prioritize information transfer over true understanding. Without structured approaches to assess comprehension, education may fail to support informed, preference-aligned decision-making. Patients enter clinical encounters with highly variable baseline knowledge. Some arrive with limited exposure to medical concepts or low health literacy, requiring foundational explanations to support understanding and participation in decision-making. Others may have extensive prior experience, condition-specific knowledge, or higher health literacy, and seek more detailed or even technical discussions. These differences are rarely explicitly assessed, and clinicians often deliver standardized explanations that may not align with the patient’s level of understanding or informational needs. As a result, gaps in comprehension may persist, even when education is thorough and well-intentioned, leading to misunderstanding, increased anxiety, or erosion of trust. Importantly, when individualized information needs are not identified, acknowledged, and incorporated, patients remain at risk for dissatisfaction and suboptimal engagement in their care. This presentation reframes the patient as an active learner within the clinical encounter and emphasizes the need for structured, multidimensional assessment of information needs as part of routine care. In current practice, education is often not tailored to an individual’s baseline knowledge, prior experiences, consult goals, or information delivery preferences. We identify limitations of traditional approaches, including reliance on unidirectional communication and assumptions about what patients need to know. In response, we propose a practical framework to guide clinicians in eliciting and integrating these factors while assessing understanding and determining whether information needs have been adequately met. By approaching patient education as a dynamic, bidirectional process, medical teams can more effectively tailor discussions around diagnosis, treatment options, and expected outcomes. This approach supports meaningful engagement, reduces misunderstandings, better aligns care with patient goals and expectations, and supports truly patient-centered care. Integrating assessment of understanding, and assessing and addressing information needs, into routine hip preservation care is a critical step toward more informed, patient-centered decision-making and improved overall outcomes.
Reference Key
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Authors Lauren Schoeller, Nancy Muir, Heather McBride, Kaitlyn Williams
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Journal Journal of hip preservation surgery
Year 2026
DOI
10.1093/jhps/hnag043.448
URL
https://doi.org/10.1093/jhps/hnag043.448
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